Abstract
The chapter presents two studies on the integration of map projections in Greek geography curriculum. Perceptions and misconceptions about world maps of 6th grade elementary school students were investigated and analyzed by qualitative and quantitative methods. Through inquiry-based methods, students learnt about the distortions in distance, shape, and size of areas that are caused by transformation of the spherical Earth into a flat surface. Didactic interventions were carried out where students attained knowledge about 1) world map projections and 2) the overseas flightpaths and the measurements of the distance between two points in the Mercator projection. Through guided research, comparisons, experimentation on digital world maps, and experiential actions, students found that 1) all world maps are wrong and 2) the shortest distance between two points in Mercator projection can be a curved line (great circle) and not a straight line (rhumb line).
TopIntroduction
In this chapter the two researches that are presented, examine beliefs of students as far as world maps are concerned (distortions in distance, shape and size). According to Crone (1968); Colledge & Zannaras (1973), from past centuries there was a need to map the world, in order to survive and communicate with other people (as mentioned in Tzotzis, 2007). In the 21st century, a map is primarily used as a tool to provide information and knowledge on the subject of Geography at schools. Despite the evolution of maps and the efforts to map the Earth’s surface accurately, it is known that there are issues in small-scale maps. Earth´s ellipsoid shape is unable to be properly represented on a flat map surface (Stevens & Coupe, 1978). Thus, there are several map projections. Distortions on map projections include shape, area, distance and angles. No map projection can preserve all geometric properties (area, distance, direction, angle, shape) at every location when projecting terrestrial features from globe to plane. Such problems should be taken into consideration by the teacher and pointed out to students in order to avoid misconceptions while dealing with maps in classroom. The purpose of the study is primarily to promote student´s ideas and secondary to eliminate their misconceptions regarding:
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Distances measured in world maps. Students are going to attain knowledge in map projections and understand that the shortest route between two points at the Mercator projection could be a curved line (orthodrome) and not a straight line (loxodrome). Literature review showed no similar researches on both Elementary and Secondary Education.
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The shape and size of countries in different map projections. The students are expected to understand that world maps are different and show the countries in different ways.
Another purpose of the present study is to highlight the importance of Geography course and in particular the importance of map knowledge.
This chapter is composed of six sections:
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The theoretical background, where several issues are analyzed, such as map projections, great circle and rhumb line, map projections in Education, map projections and spatial thinking, GIS and Geography, pedagogical and didactic methods, TPACK and G-PCK.
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The methodology of the researches: research questions, participants, data collection and online software.
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The didactical interventions and the nine activities that were conducted in the classroom.
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The results.
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The conclusions.
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Future suggestions.
Two researches were conducted to 669 sixth-grade students in 39 schools in Thessaloniki, Greece. The students became aware of the map projections and the distortions in world maps. Through experiential activities, inquiry based lessons and comparative methods, they understood that a sphere cannot be transformed into a flat surface (a flat map) and therefore, maps are distorted as far as the distances (great circle and rhumb line), the angles, the shapes and sizes of the regions are concerned. It should be pointed out that there is no other related research regarding loxodrome and orthodrome in Elementary and Secondary Schools.
Key Terms in this Chapter
Distortion: The misrepresentation of a feature on a map. There are no map projections that can maintain a perfect scale throughout the entire projection, because they are taking a spheroid and forcing it onto a flat surface.
Map Projection: One of many methods used to represent the 3-dimensional surface of the earth on a two-dimensional plane in cartography (mapmaking) calledcartographic projection.
Rhumb Line: A line on the surface of the earth that follows a single compass bearing and makes equal oblique angles with all meridians also called loxodrome.
Spatial Thinking: A distinctive, universal, and powerful form of thinking used in multiple disciplines and in real-world activities. Space, representation, and reasoning are inseparably integrated in spatial thinking and therefore it is, and has always been, central to the teaching and practice of Geography in schools.
Great Circle: The largest possible circle that can be drawn around a sphere.
Geographic Information Systems (GIS): A system that creates, manages, analyzes, and maps all types of data. GIS helps users understand patterns, relationships, and geographic context. The benefits include improved communication and efficiency as well as better management and decision making.
Misconception: A conclusion that's wrong because it's based on faulty thinking or facts that are wrong.